Muscat – As artificial intelligence (AI) becomes embedded in modern education, Indian schools in Oman are grappling with a central challenge – preparing teachers to teach AI with confidence and purpose. While educators broadly agree that AI is no longer optional, its classroom adoption has placed new demands on teachers, many of whom are learning […]
Muscat – As artificial intelligence (AI) becomes embedded in modern education, Indian schools in Oman are grappling with a central challenge – preparing teachers to teach AI with confidence and purpose. While educators broadly agree that AI is no longer optional, its classroom adoption has placed new demands on teachers, many of whom are learning the technology alongside their students.
Some schools have moved faster than others. At Indian School Wadi Kabir (ISWK), AI has been integrated into both teaching and daily operations, according to D N Rao, Principal of ISWK CBSE and Cambridge.
“Our CBSE-adopted AI curriculum has been implemented with great dedication by both teachers and students,” Rao said. “Thirty-six students secured 100% in AI in the last CBSE Board examinations for Class X, showing that our learners are meeting board expectations and building solid foundational skills.”
Rao said AI is used beyond the classroom, supporting tasks such as content creation, video editing, school events, software development and performance planning through the school’s ERP system. However, he acknowledged that training must be continuous. “Regular workshops are essential to ensure teachers remain updated on emerging tools and best practices,” he said.
Elsewhere, progress has been slower. A senior teacher at another Indian school in Muscat said many teachers still require basic AI training to support lesson planning and teaching methods. “Adaptability and technical skills are areas where many teachers struggle, especially as schools move from whiteboards to smartboards,” she said.
She noted that schools are identifying gaps through workshops and internal reviews, but application remains limited. “AI is mainly used at the higher secondary level, particularly for projects involving data collection, research, design and video production,” she said, adding that workshops are held infrequently and peer learning fills many gaps.
Experts say this uneven progress reflects a wider issue. Dr Runita Sahai, a former faculty member of Muscat University who holds a PhD in Applied AI, said structured AI training for teachers of Indian schools in Oman is still at an early stage. “Most available training focuses on basic digital skills, not real AI expertise. Teachers need regular, practical and locally relevant training to use AI responsibly in classrooms.”
Despite these challenges, system-level efforts are under way. Syed Ahmad Salman, Chairman of the Board of Directors for Indian Schools, said early adoption has been a key milestone. “Indian Schools introduced AI as a curricular subject from Class V onwards from August 2025,” he said. The curriculum was developed through expert consultation, supported by revised textbooks and smartboard use, and has received appreciation from the Indian Ministry of Education.
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